Twelve tips for teaching evidence-based physical examination

Mookherjee, Somnath; Hunt, Susan; Chou, Calvin L.

doi:10.3109/0142159x.2014.959908

Cited by 6 publications

(4 citation statements)

References 43 publications

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“…This estimated probability of the diagnosis before the examination is called the pre-test probability. A useful technique to practice this skill is to commit to estimating the probability of the diagnosis as low (20%), medium (50%) or high (80% or above) (Mookherjee et al., 2015).…”

Section: Statistical Tools Used In Ebpementioning

confidence: 99%

Evidence-based physical examination

et al. 2018

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It has been suggested that the focused clinical examination should be claimed as a specialist GP skill. Integral to this objective is the ability to select and interpret an examination to accurately support the diagnostic process. This article will introduce you to evidence-based physical examination (EBPE), and how it can be used in your day-to-day work with patients. You will learn how to make evidence-based and efficient use of the physical examination, while also improving your skills in diagnosis. The connection between information gathered in history taking, the development of diagnostic hypotheses, and the choice of specific examinations to confirm or refute these hypotheses will be explored using simple clinical scenarios. You will be introduced to the statistical tools used in EBPE that enable you to make an estimation of the likelihood of a patient having a particular diagnosis once the examination has been performed.

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Section: Statistical Tools Used In Ebpementioning

confidence: 99%

Evidence-based physical examination

et al. 2018

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“…Effective physical exam teaching, specifically cardiac physical exam, is difficult. 6 , 7 Being able to adequately teach this process requires substantial time and energy, 11 and both residents and faculty feel that a lack of teaching is a major barrier to improving physical exam skills. 1 , 3 This difficulty is amplified when teaching methods are limited to didactics, as teaching the physical exam must pass along not only knowledge but also skills, which can be difficult in a lecture setting.…”

Section: Introductionmentioning

confidence: 99%

Cardiac Physical Exam Skills and Auscultation Session for Pediatric Interns

et al. 2022

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Introduction Physicians need adequate physical exam skills. Unfortunately, interns have variable physical exam skills, and teaching is often limited to rounds, an inconsistent setting. Physical exam skills, particularly those involving auscultation, require practice. Our goal was to create a cardiac physical exam workshop for pediatric interns that would improve their performance on an interactive assessment of their ability and understanding in physical exam and murmur interpretation. Methods We completed a targeted needs assessment and then developed a 2-hour workshop on the pediatric cardiac physical exam targeted to pediatrics residents. The workshop included didactics, group discussion, and practice interpreting common pediatric murmurs. Pediatrics residents completed the assessment as a pretest and then participated in the workshop. At the end of the workshop, the assessment was administered as a posttest, followed by a reassessment 3 months later. Nonparametric statistical analysis was conducted. Pre- and posttest scores were compared using the Wilcoxon signed rank test. Results Twenty-five residents completed the workshop, including 22 pediatrics residents, one pediatrics/anesthesia combined resident, one pediatric neurology resident, and one resident completing a preliminary year in pediatrics prior to dermatology residency. There was a significant increase in the mean score on the assessment from pre- to posttest (pretest M = 54%, posttest M = 71%, p < .001). This increase was sustained at the 3-month reassessment ( M = 67%). Discussion This cardiac physical exam workshop demonstrated improvement in physical exam knowledge and interpretation ability as measured by an online pre-/posttest.

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“…[39][40][41][42] There is a paucity of research examining how PE is learned during residency. Various factors have been hypothesized to explain the lack of skill development, including residents being uninterested or too busy, 7,[43][44][45] faculty lacking skills or confidence in their skills, 8,28,[46][47][48][49][50][51][52][53] faculty not observing residents, 41,44,54,55 lack of patients with advanced findings, 37,56 and overreliance on technology. 7,33,37,43,44,47,56,57 In many cases, these are cited without supporting data, and the relative importance of each is not well understood.…”

Section: Introductionmentioning

confidence: 99%

Developing Physical Exam Skills in Residency: Comparing the Perspectives of Residents and Faculty About Values, Barriers, and Teaching Methods

Ragsdale

Habashy

Warrier

2020

Journal of Medical Education and Curricular Development

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Background: The physical examination (PE) skills of residents are often not improved since medical school. Unfortunately, how residents learn PE is not well understood. There is a paucity of research on the factors involved and the differences between resident and faculty perspectives. The authors sought to determine resident and faculty perceptions about the value of PE, the major barriers to learning PE, and the most effective teaching methods. Methods: Based on a rigorous process of literature review and semi-structured interviews, the authors developed an online survey which was sent to 406 internal medicine residents and 93 faculty at 3 institutions. Residents and faculty answered questions about both their own opinions and about their perception of the other group’s opinions. Results: About 283 residents (70%) and 61 faculty (66%) completed the survey. Both residents and faculty rated the importance of PE similarly. Residents rated being too busy, followed by a lack of feedback, as the most significant barriers to learning PE. Faculty rated a lack of feedback, followed by a lack of resident accountability, as the most significant barriers. Both groups rated the availability of abnormal findings as the least significant barrier. Both groups agreed that faculty demonstration at the bedside was the most effective teaching method. Conclusion: This survey can serve as a needs assessment for educational interventions to improve the PE skills of residents by focusing on areas of agreement between residents and faculty, specifically faculty demonstration at the bedside combined with feedback about residents’ skills.

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Twelve tips for teaching evidence-based physical examination

Cited by 6 publications

References 43 publications

Evidence-based physical examination

Evidence-based physical examination

Cardiac Physical Exam Skills and Auscultation Session for Pediatric Interns

Developing Physical Exam Skills in Residency: Comparing the Perspectives of Residents and Faculty About Values, Barriers, and Teaching Methods

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